Projects
Research is at the heart of all we do at the UNC Frank Porter Graham Child Development Institute. As one of the nation's foremost multidisciplinary centers devoted to the study of children from infancy to adolescence, our scientists are committed to conducting research and evaluation studies that improve children's lives, support families, and inform public policy.
Learn more about our projects—current and completed—by clicking on the links below. And to stay up to date on news and events related to our work via social media, visit our Project Digital Directory.
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This collaborative project with ITTI Care at Duke Center for Child & Family Policy will work to integrate trauma-informed care practices within infant-toddler childcare settings by evaluating existing training materials and suggesting revisions as necessary and designing comprehensive instructional strategy and training curricula for both coach-the-coach and direct-to-provider professional development efforts.
The Joint Attention Mediated Learning Intervention for Toddlers with Autism Spectrum Disorders and Their Families project is being conducted at three sites: Frank Porter Graham Child Development Institute, Indiana University, and University of Kansas. The project is funded by the U.S. Department of Education, Institute of Education Sciences, and the Principal Investigator is Dr. Hannah Schertz at Indiana University.
TRI will design a series of six parent workshops to build foundational literacy skills for children aged six months to five years. These workshops will be presented by community workers from El Centro Hispano. TRI will provide training for the community workers and will compile materials including books in Spanish and other educational resources (magnetic letters, activity cards) for parents to use.
University of Florida’s Lastinger Center for Learning is seeking support for capacity development in best practices of implementation science. Specifically, the Lastinger Center is looking for a two-phase approach. In Phase 1, exploration activities to support development of a team, assessment of opportunities and needs, readiness activities, and recommendations for options are proposed to support overall readiness and identification of specific areas of focus for the Center to develop internal implementation science capacity
The project team will research national trends and relevant models of governing and delivering early childhood special education systems, including but not limited to implementation of the federal Individuals with Disabilities Education Act (IDEA), quality and control measures, and innovative approaches in other states and jurisdictions that hold the potential for enhancing the effectiveness, efficiency, or accountability of the early childhood special education system in the state.
This study will iteratively develop and test an adapted professional development model to be used with the Advancing Social-communication And Play intervention.
This is a collaborative project with Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) to develop blended learning (lessons pairing eLearning modules and onsite training) for Positive Behavior Interventions & Supports (PBIS) within Michigan public school systems.
This is a collaborative project with Michigan’s MTSS Technical Assistance Center (MiMTSS) to develop blended learning (pairing data captured from eLearning and/or other activities with onsite training) to support Multi-Tiered Systems of Supports (MTSS) within Michigan public school districts.
This grant supports a staff person with early childhood expertise to assist the Mid-South Regional Resource Center's staff and states in providing technical assistance on issues related to early intervention and early childhood special education.
The FirstSchool team will deploy an online course to promote student communication in PreK through third grade education. Participants in the online course will include PreK through third grade teachers and administrators. The course will begin in September 2018 and conclude in May 2019.
This purpose of this project is to conduct an evaluation of Montana’s Maternal and Early Childhood Home Visiting (MECHV) Program. Major tasks to be completed include analysis of existing data, surveys of program staff, interviews with key stakeholders, and document reviews. The evaluation will contribute vital information related to home visiting programs within the early care and education system for policy makers, program administrators, and other stakeholders in Montana.
This study utilizes three large-scale early childhood education datasets (NCEDL, SWEEP and LAExCELS) to explore how children’s engagement, measured by moment-to-moment time sampling, varies within classrooms and explores if variation in levels and quality of child engagement and activity type/setting is associated with children’s outcomes.
WA OSPI is seeking support for the capacity development of their state and regional Multi-Tiered Systems of Support (MTSS) staff in best practices of implementation science to support implementation of evidence-based practices with their participating local education agencies (LEAs). To support development of internal implementation capacity, the National Implementation Research Network (NIRN) will provide virtual training, coaching, and consultation supports.
NCEDL was created to provide national leadership and advance knowledge in early childhood development and learning. It aimed to enhance cognitive, social and emotional development of children birth through eight years and to support families.
The Frank Porter Graham Child Development Institute is partnering with ZERO TO THREE to support the National Center on Early Childhood Development, Teaching, and Learning through four major activities: 1) building implementation science capacity; 2) designing and supporting a performance evaluation; 3) providing cross-sector partnership and leadership with activities conducted by the National Center; and 4) providing content area expertise.
The National Center on Parent, Family, and Community Engagement (NCPFCE) by the Administration for Children and Families, Office of Head Start, in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children’s school readiness, including transitions to kindergarten.
The National Center on Parent, Family, and Community Engagement (NCPFCE) by the Administration for Children and Families, Office of Head Start, in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children’s school readiness, including transitions to kindergarten.
The National Center on Parent, Family, and Community Engagement (NCPFCE) was established to strengthen the capacity of Head Start, Early Head Start, and child care communities to achieve positive, enduring outcomes for the children and families they serve. NCPFCE's goal is to promote exemplary practices for family and community engagement in support of children’s school readiness and healthy development; parent leadership and advocacy; family economic mobility; community partnerships; individualized support for families; and staff-family relationships that are equitable and culturally and linguistically responsive. Researchers will conduct evaluation activities for the Region I FEM Academy, as well as support the ongoing operations and project management tasks. The evaluation data collection will focus on the post-academy phase, including a 6-month follow-up. The findings from the evaluation will be compiled into summary evaluation reports.
The National Center on Parent, Family, and Community Engagement (NCPFCE) funded by the Administration for Children and Families, Office of Head Start in partnership with the Office of Child Care is one of four National Centers that develop evidence-based best practices for Early Head Start and Head Start programs across the country, as part of a comprehensive Office of Head Start Training and Technical Assistance System. The goal of this project is to support family well-being, effective family and community engagement, and children's school readiness, including transition to kindergarten.
The National Clearinghouse on Autism Evidence and Practice (NCAEP) is conducting a systematic review of the current intervention literature targeting individuals on the autism spectrum. NCAEP is a continuation of the evidence review that was completed by the National Professional Development Center on Autism Spectrum Disorder.
NECTAC was supported by the U.S. Department of Education's Office of Special Education Programs (OSEP) under the provisions of the Individuals with Disabilities Education Act (IDEA). NECTAC served Part C-Infant and Toddlers with Disabilities Programs and Part B-Section 619 Preschool Programs for Children with Disabilities in all 50 states and 10 jurisdictions to improve service systems and outcomes for children and families.
The mission of the National Implementation Research Network is to contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services.
The National Professional Development Center on Autism Spectrum Disorder was created to promote the development and learning of individuals with ASD from birth to 22 years of age by increasing practitioners' use of evidence-based practices (EBPs) in their programs and building states' capacity to implement EBPs.
The National Professional Development Center on Inclusion (NPDCI) developed products and worked with states to ensure that early childhood teachers are prepared to educate and care for young children with disabilities in settings with their typically developing peers.
Natural Allies developed, implemented, evaluated, and disseminated a model to yield change and improve community college coursework and practical experiences related to serving young children with special needs in inclusive natural environments.
The purpose of this project is to establish a data governance system for the NC Division of Child Development and Early Education (DCDEE) that supports integrated and consistent information sharing across the Division and with outside stakeholders. The work primarily involves gathering and organizing information to develop inventory spreadsheets of federal and legislative reporting requirements and requests and early childhood data sharing across units/sections within the Division; working with key Division staff to develop a standard operating procedures portfolio for collecting, analyzing, updating, and sharing data with stakeholders outside of the Division; and proposing metrics for all units/sections across the Division to use for publicly shared data.
NC Early Intervention Technical Assistance and Professional Development Support (NC EI-TAPS) Project
The project team will complete three tasks at the request of the North Carolina Division of Child Development and Early Education: (1) provide context for analyses in previously submitted report; (2) continue data management of NC Pre-K data extracted from state data systems; and (3) collect information related to preschool operations during the COVID-19 pandemic.
